PRIMARY 5 REVISION GUIDE

Name:LEKHANA

ENGLISH MATHEMATICS SCIENCE

 P5 REVISION GUIDE

English
COMMON PITFALLS AND
HOW TO AVOID THEM
Composition Writing
Comprehension Open-ended
Cloze Passages

TLL TOP TIPS

 English

COMPOSITION WRITING – COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab’s Top Tip

No clear link to the theme or picture(s) • Plan your story to ensure that the picture plays a
in the question central role in your story.
• Reinforce the theme at the climax and the end of your
story.

Plot is not logical • Apply the SPEAR technique to check if your plot is
suitable.

Insufficient use of good writing • Try your best to include at least two to three writing
techniques techniques in your story. A good place to put writing
techniques is in the climax.

EXAMPLE OF AN ILLOGICAL PLOT ELEMENT

Common Error: After the protagonist is knocked unconscious by killer litter/a flower pot,
he/she is still able to describe what is happening around him/her.

Top Tip – When writing in first-person, be aware of what you can and cannot observe. For example, you
will not be able to know what another character is thinking about unless it is shown in dialogue.

COMPREHENSION OPEN-ENDED – COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab’s Top Tip

Incomplete answer • Always check the mark allocation before attempting

your answers.

Failure to understand the passage
• Use headers and annotations to break down long and
difficult passages.
• Attempt to put yourself in the characters’ shoes to
better understand their feelings/actions.
• Ask yourself citical thinking questions as you read the
passage. For example: Why was this character described
as a poor man? How do I know this?

Failure to answer the questions directly • Always mark out the subject and question word to
ensure that you address the question directly.

EXAMPLE OF NOT ANSWERING THE QUESTION DIRECTLY

Common Error: Student merely lifts the answer from the passage once he identifies similar key words.

Top Tip – Always check that you have answered the question directly. Some direct questions still require
you to paraphrase slightly in order to fully address the question. You should also ensure that you do not
transfer irrelevant pieces of information to your answer.
 English

CLOZE PASSAGES – COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab’s Top Tip

Lack of understanding of the passage • Use headers and annotations to break down
long and difficult passages.

Inadequate vocabulary • Build up your vocabulary by revising your

English Journal and reading widely.

Inaccurate answers • Identify the clues that will guide you to the
right answer.
• Write a few answers down and pick the one
that best fits the sentence.

EXAMPLE OF AN INACCURATE ANSWER

Common Error: Student fills in the first word that comes to his or her mind when attempting the cloze
passage.

Top Tip – Always read through the passage carefully. Be sure to read the sentence one more time after
you have filled in your answer to make sure that the answer fits.
 English

TLL TOP TIPS

FOR COMPOSITION WRITING

1. Plan your story and check it against SPEAR before you start writing.
2. Check for grammar, spelling and punctuation errors.
3. Check that you have tied up all loose ends and there are no logic gaps.

FOR COMPREHENSION OPEN-ENDED

1. Always read the questions before looking at the passage.

2. Mark out key words and tenses in the questions.
3. Read your answers to check that you have answered all parts of the question.

FOR CLOZE PASSAGES

1. Read the passage once before attempting the questions.

2. Apply the ripple effect when looking for clues.
3. Read your answers to check that they fit the sentences perfectly.
 P5 REVISION GUIDE

Mathematics
COMMON PITFALLS AND
HOW TO AVOID THEM
Paper 1 Booklet A – Multiple-choice Questions
Paper 1 Booklet B – Short-answer Questions
Paper 2 – Long-answer Questions

TLL TOP TIPS

 Mathematics

PAPER 1 BOOKLET A – MULTIPLE-CHOICE QUESTIONS

COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab’s Top Tip

MISREADING THE QUESTION • Read a question twice.

Students might have miss out key number(s) or • Highlight/underline/circle the key number(s) or
term(s). term(s) in the question.
• Annotate on the questions to write down the
important steps of information.

Bad Example: Good Example:

There were 100 adults in a cinema. If 64 of the adults There were 100 adults in a cinema. If 64 of the adults
were men, what is the ratio of the number of women were men, what is the ratio of the number of women
to the total number of people in the cinema? to the total number of people in the cinema?

Number of women = 100 – 64

= 36 Good habit 1: Highlight and annotate key
information in the question.
women : men Misreading the question:
Question requires student
36 : 64
to find the ratio of women to
9 : 16 the total number of people Number of women = 100 – 64
instead of number of men.
= 36
Good habit 2:
women : men Label each step
36 : 100 of the solutions
with simple word
9 : 25 statements.

1) 9:16 2) 9:25 1) 9:16 2) 9:25

3) 16:9 4) 16:25 3) 16:9 4) 16:25

 Mathematics

Common Pitfall The Learning Lab’s Top Tip

CONCEPTUAL ERROR • Revise the formulae or key concepts of each

topic before examinations from the Math learning
Students might misunderstand the underlying
journal.
concepts or use incorrect logic.
• Annotate the formulae or key concepts at side of
the question before solving.

Bad Example: Good Example:

Find the area of the triangle. Find the area of the triangle.
Good habit 1: Highlight
and annotate key
information in the
question.

21 cm 21 cm

12 cm 12 cm 22 cm

34 cm 34 cm

Area = 1 x 34 x 21 Conceptual error: Base = 34 – 12

2 Student forgot that the
= 22
base of the triangle must
= 357 be one of its sides. Good habit 2:
Area = 1 x Base x Height Annotate the
2 formulae or key
1 concepts at side
= 2 x 22 x 21 of the question
before solving.
= 231

1) 126cm2 2) 220.5cm2 1) 126cm2 2) 220.5cm2

3) 231cm2 4) 357cm2 3) 231cm2 4) 357cm2

 Mathematics

PAPER 1 BOOKLET B – SHORT-ANSWER QUESTIONS

COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab’s Top Tip

TRANSFER ERROR • Transfer each digit one at a time.

Students might incorrectly transfer the number(s)
or information from one step to another or write the
number(s) in a wrong sequence.
• Check and ensure accurate transfer of number(s)
before solving the next step.
• Adopt a checking system by working backwards
from the final answer.

UNIT ERROR • Write units consistently in every number statement.

Students might forget to write the units in the final
answer or use the wrong units while doing their
working.
• Convert the figures to the same units first before
solving the question.
• Check through final answers to all questions to
ensure units are included where necessary.

Bad Example: Good Example:

The figure below shows a rectangular container that The figure below shows a rectangular container that
is partially filled with water. How much more water is partially filled with water. How much more water
is needed to fill the container completely? is needed to fill the container completely?

16 cm 16 cm

20 cm 20 cm

4 cm 4 cm
6 cm 6 cm

Volume of water needed = 6 x 4 x 10

= 240 Good habit 1: Highlight and annotate key
information in the question.
Transfer error:
The number was written
wrongly as 10 instead of 16. Volume of water needed = 6 cm x 4 cm x 16 cm
Ans = 240 cm2 Unit error: = 384 cm3
The unit for volume should Ans: 384 cm3
be cm3 instead of cm2.

Good habit 2: Write the Good habit 3: Based

units in each step of the
workings. Based on the
units required by the
question, convert all the
figures to the same units
either at the start or at the
end of your workings.
on the question’s
requirement, check
if the unit written is
accurate. (e.g. cm2 for
area, cm3 for volume)
 Mathematics

PAPER 2 – LONG-ANSWER QUESTIONS

COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab’s Top Tip

CALCULATION ERROR • Adopt a checking system by working backwards

from the final answer.
Students might incorrectly add, subtract, multiply or
divide in the process.

PRESENTATION ERROR • Label and check the diagram or model before

solving the question.
Students might incorrectly label a model, use
an inappropriate diagram or include number • Label each step of the solutions with simple word
statements which are mathematically incorrect. statement.
• Revise the specific presentation requirement for
each topic.

Bad Example: Good Example:

2 5
In a class, of the number of boys is equal to
5 6
of the number of girls. There are 74 students in the
class. How many boys are there in the class?
2 5
In a class, of the number of boys is equal to
5 6
of the number of girls. There are 74 students in the
class. How many boys are there in the class?

2 5
5 = 6 Presentation Error:
2/5 is not equal to 5/6. The subject Good habit 1: Highlight and annotate key information
10 10 of the fraction must be stated. in the question.
25 = 12
2 5
25 units + 12 units = 37 units 5 boys = 6 girls
37 units = 74 10 10
25 boys = 12 girls
Good habit 2:
1 unit = 74 ÷ 37 Label each step
of the solution
=2 25 units + 12 units = 37 units with simple word
37 units = 74 statements.
Boys, 25 units = 2 x 25
Calculation Error:
= 27 2 X 25 equals 50 instead of 27.
1 unit = 74 ÷ 37

Ans: 27 boys =2
Boys, 25 units = 2 x 25
= 50
Ans: 50 boys

Check:
2 2
5 boys = 5 x 50 Good habit 3:
Conduct answer
= 20 check by working
Girls, 12 units = 2 x 12 backwards from
the final answer.
= 24
5 5
6 boys = 6 x 24
= 20
 Mathematics

TLL TOP TIPS

1. Plan your time wisely – follow the general rule of 1 mark = 1 min i.e. not spending more than 1
min for each mark allocated.
2. Skip to the next question before revisiting the unsolved questions later.
3. Read through the entire question before solving.
4. Identify the answer and question’s requirement.
5. Check through your workings for accuracy.

PAPER 1 BOOKLET A – MULTIPLE-CHOICE QUESTIONS

1. Eliminate options that are obviously incorrect.

2. Tally the answer on your question paper with the optical answer sheet (OAS) to ensure zero
transfer error during shading.
3. Check if your answer makes sense.
4. Substitute your answer into the question to see if it is correct.

PAPER 1 BOOKLET B – SHORT-ANSWER QUESTIONS

1. Show your workings for 2-mark questions as method marks are awarded.
2. Write down the final answer or answer statement.
3. Include the units of measurement in your final answer
– e.g. money $/¢, mass kg/g, length km/m/cm, volume ℓ/mℓ, time a.m./p.m.
4. Check if your answer makes sense.
5. Substitute your answer into the question to see if it is correct.

PAPER 2 – LONG-ANSWER QUESTIONS

1. Show all your workings as method marks are awarded.

2. Write down the final answer or answer statement.
3. Include the units of measurement in your final answer
– e.g. money $/¢, mass kg/g, length km/m/cm, volume ℓ/mℓ, time a.m./p.m.
4. Check if your answer makes sense.
5. Substitute your answer into the question to see if it is correct.
 P5 REVISION GUIDE

Science
COMMON PITFALLS AND
HOW TO AVOID THEM
Section A – Multiple-Choice Questions
Section B – Free Response Questions

TLL TOP TIPS

 Science

SECTION A – MULTIPLE CHOICE QUESTIONS

COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab’s Top Tip

Carelessness • Read question thoroughly and highlight key

information.

Not reading the full question • Read and analyse all the options carefully
before picking the right answer.

Misconception of question requirement • Revise past work to familiarise yourself with

frequently appearing ‘trick’ questions.

EXAMPLE

Study the pictures of the two organisms below.

Organism X Organism Y
Organism X Organism Y

Which of the following statements is/are false?

A Both cannot respond to changes.

B Both are non-flowering plants.
C Both trap light to make their own food.
D Both reproduce by spores.

(1) A only (2) D only

(3) A and C only (4) A, B and C only

Answer 1: Not reading the full question

What’s wrong? There is more than one false statement. Read on to find out if there are other false
statements.

Answer 2: Carelessness

What’s wrong? The question is asking for false statements, not true statements.

Answer 3: Misconception

What’s wrong? Organism Y is a type of fungi, not a plant.

Correct answer: 4
 Science

SECTION B – FREE RESPONSE QUESTIONS

COMMON PITFALLS AND HOW TO AVOID THEM

Common Pitfall The Learning Lab Top Tip

Incomplete answer • Revise past work to familiarise yourself

with the phrasing or points needed for a
complete answer.

Not answering in context of question • Check your answer to ensure references

have been made to the relevant information
in the question.

No comparison shown • Check your answer to ensure comparative or

superlative terms have been used.

Inaccurate phrasing / no keywords / • Jot down relevant keywords based on the

lack of keywords concept tested in the question.

EXAMPLE
The time taken for the wax on similar rods made of different materials to melt completely was
recorded as shown in the table below. Which material, W, X, Y or Z, is most suitable for making
the handle of a frying pan? Explain your answer.

W X Y Z Material Time taken for wax to melt (mins)

wax W 8

X 3

Y 12
hot
water Z 5

1. Material Y. Material Y is the poorest conductor of heat. Hence, it would conduct heat from the hot
frying pan to the user’s hand the slowest, preventing the user’s hand from being scorched.

What’s wrong? Incomplete answer (no reference to the result)

2. Material Y. The poorer the conductor of heat, the longer the time taken for the wax to melt
completely.

What’s wrong? Not answering in context of question (generalised statement for explanation)

3. Material Y. The wax on Material Y took a long time to melt completely, indicating that Material Y is a
poor conductor of heat. Hence, it would conduct heat from the hot frying pan to the user’s hand the
slowly, preventing the user’s hand from being scorched.

What’s wrong? No comparison shown (no comparative terms used)

 Science

4. Material Y. Material Y took the longest time to melt completely, indicating that Material Y is the
poorest conductor of heat. Hence, it would conduct heat the slowest, preventing the user’s hand
from being scorched.

What’s wrong? Inaccurate phrasing/ lack of keywords (it is the wax, not Material Y, that melts. Direction of
heat conduction is not stated)

SUGGESTED ANSWER:

Material Y. The wax on Material Y took the longest time to melt completely, indicating that Material Y is the
poorest conductor of heat. Hence, it would conduct heat from the hot frying pan to the user’s hand the
slowest, preventing the user’s hand from being scorched.
 Science

TLL TOP TIPS

FOR MULTIPLE-CHOICE QUESTIONS

1. Identify the topic and concept tested.

2. Study diagrams and data carefully and jot down quick notes that aid in your analysis.
3. Analyse all options before picking the right answer. Derive your answer by elimination
– cross out options that are definitely wrong.

FOR FREE RESPONSE QUESTIONS

1. Identify the topic and concept tested

• Once the concept is identified, jot down relevant keywords to guide you in phrasing
a complete answer using scientific concepts.
2. Study diagrams and data carefully and jot down quick notes that aid in your analysis
• For experiment-based questions, identify the changed and measured variable and make
appropriate inferences. Based on the inferences made, identify the aim and conclusion of the
experiment.
3. Be clear and concise
• The terms used in questions indicate how they should be answered and give clues
as to how long or how detailed the answer should be.
• Other clues on how long the answer should be include the mark allocation and number of lines
provided for answering.
• Terms that require a short and direct answer:
o State . . .
o Identify. . .
o List . . .
• Terms that require a detailed answer that includes keywords:
o Explain. . .
o Why. . .
 Put in your best effort and remember to check
your work. Practise good time management and
remember to get a good night’s rest before your paper!

At The Learning Lab, we practise an active learning approach, where

students are encouraged to engage with the text or topic being
taught, think critically, and participate in class through guided
discussions and other activities. While we believe that building a
solid foundation for exam excellence is important, we also believe
in nurturing a lifelong love for learning in our students.

Contact us to find out more about our programmes.

CONTACT US

thelearninglab.com.sg thelearninglab TheLearningLabSingapore